OnCourse Instructional Design Model


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Instructional Design Model for the Development of Online Courses

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OnCourse Instructional Design Model

  1. 1. OnCourse Instructional Design Model for the Development of Online Courses Presented by Linda Barril Heather D. Mendoza Additional authors: Tatiana Abras Brian Ditmer Scott Slaton
  2. 3. Why the OnCourse model? <ul><li>Who needs it? </li></ul><ul><ul><li>Instructors without online teaching experience </li></ul></ul><ul><li>Why? </li></ul><ul><ul><li>Growing demand for online courses </li></ul></ul><ul><li>Targeted specifically at instructors of sequential introductory courses (Biology I & II, Algebra I & II) </li></ul>
  3. 4. Purpose <ul><li>Provide a guide for faculty to use in moving their lecture-based, face-to-face courses to an online environment. </li></ul>
  4. 5. OnCourse Model Teacher Training <ul><li>Provides online instructional materials that explain how to adapt traditional classroom curriculum for the online environment; </li></ul><ul><li>Provides these instructional materials as both self-contained learning modules, and as just-in-time job aids; </li></ul><ul><li>Provides tools and resources for creating pedagogically sound online curriculum; and </li></ul><ul><li>Provides tools and resources for developing alternative learning objects from existing classroom materials. </li></ul>
  5. 7. OnCourse Model
  6. 8. OnCourse Learning Activity Cycle
  7. 9. Theoretical Framework <ul><li>Cognitive Apprenticeship </li></ul><ul><li>Multimedia Theory </li></ul>
  8. 10. Cognitive Apprenticeship <ul><li>Traditional Master-Apprentice Relationship </li></ul><ul><li>Situated Cognition </li></ul><ul><li>Instructional Methods in Cognitive Apprenticeship </li></ul><ul><li>Vygotsky’s Zone of Proximal Development </li></ul>
  9. 11. Multimedia Theory <ul><li>Modality Principle </li></ul><ul><li>Dual-coding Theory </li></ul><ul><li>Split-Attention Principle </li></ul><ul><li>Redundancy Principle </li></ul>(Mayer & Moreno, 1998)
  10. 12. Applying the OnCourse Model <ul><li>Examination of: </li></ul><ul><ul><li>Course Objectives </li></ul></ul><ul><ul><li>Chapters </li></ul></ul><ul><ul><li>Presentation Modules </li></ul></ul>
  11. 13. Sample Application of OnCourse Model
  12. 14. Modeling <ul><li>Instructor or computer acts as model </li></ul><ul><li>Presentation, Explanation, Demonstration </li></ul><ul><li>Facts, Concepts, Procedures, Processes </li></ul><ul><li>Narrated presentations, animations, simulations, videos, podcasts, multimedia tutorials, etc. </li></ul>
  13. 15. Applying the OnCourse Model <ul><li>Develop Solutions for Online Modeling </li></ul><ul><ul><li>Multimedia Presentation </li></ul></ul><ul><ul><ul><li>Abbreviated Lecture Text </li></ul></ul></ul><ul><ul><ul><li>Embedded Video </li></ul></ul></ul><ul><ul><ul><li>Key Ideas Study Guide </li></ul></ul></ul>
  14. 16. Modeling
  15. 17. Coaching <ul><li>Instructor or computer guide student practice </li></ul><ul><ul><li>Scaffolding </li></ul></ul><ul><ul><li>Fading </li></ul></ul><ul><li>Online Learning Tools </li></ul><ul><ul><li>Intelligent Tutoring Systems </li></ul></ul><ul><ul><li>Interactive Simulations </li></ul></ul><ul><ul><li>Digital Game-Based Learning </li></ul></ul>
  16. 18. Coaching
  17. 19. Coaching <ul><li>Intelligent Tutoring Systems </li></ul><ul><li>Interactive Simulations </li></ul><ul><li>Digital Games </li></ul>Source: http:// www.youtube.com/watch?v =rTz-1T9sntY
  18. 20. Exploration <ul><li>Independent Student Practice </li></ul><ul><ul><li>Projects </li></ul></ul><ul><ul><li>Experiments </li></ul></ul><ul><ul><li>Research </li></ul></ul><ul><li>Learning by Doing </li></ul>
  19. 21. Exploration
  20. 22. Exploration <ul><li>Case studies </li></ul><ul><li>Experiments </li></ul><ul><li>Projects </li></ul>
  21. 23. Formative Assessment <ul><li>Measures students attainment of knowledge </li></ul><ul><li>Exposes areas that need improvement </li></ul><ul><ul><li>Traditional Assessment </li></ul></ul><ul><ul><ul><li>Multiple-choice quizzes </li></ul></ul></ul><ul><ul><li>Authentic Assessment </li></ul></ul><ul><ul><ul><li>Interactive simulations </li></ul></ul></ul>
  22. 24. Formative Assessment
  23. 25. Formative Assessment Guidelines for Multiple-Choice Quizzes <ul><li>Compare student progress to expected outcomes </li></ul><ul><li>Offer retake to evaluate improvement after study </li></ul><ul><li>Let students test at their own pace </li></ul><ul><li>Prove links to the course content on missed items </li></ul><ul><li>Give instant feedback (Buchanan, 2000, p.194). </li></ul>
  24. 26. Summative Assessment <ul><li>Assesses students’ application and synthesis of information covered over the course of the entire semester </li></ul><ul><ul><li>Multi-choice Exam </li></ul></ul><ul><ul><li>Final Project </li></ul></ul>
  25. 27. Ways to Blend Traditional and Authentic Assessment in Online Courses <ul><li>Visual diagrams to evaluate students’ “understanding of specific concepts”; </li></ul><ul><li>Team problem-solving projects to determine “collaborative processes”; </li></ul><ul><li>Discussion forums to assess participation; </li></ul><ul><li>Creation of authentic products to evaluate “research and design processes”; </li></ul><ul><li>Online fixed-choice tests to determine “factual knowledge”; </li></ul><ul><li>Performance task such as solving a real life problem to demonstrate the application and synthesis of knowledge; </li></ul><ul><li>Portfolio of completed course activities to measure achievement of learning goals; </li></ul><ul><li>Visual presentations such as concept-maps to demonstrate skill or knowledge acquisition; </li></ul><ul><li>Self-Assessments to foster individual student analysis and reflection of learning attainment; </li></ul><ul><li>Written product to express content knowledge; and </li></ul><ul><li>Unit test for factual content mastery. (Hallas, 2008, pp. 378-379). </li></ul>
  26. 28. Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras
  27. 29. Implementation Evaluation of OnCourse Model Graphic by: Tatiana Abras
  28. 30. Implementation Evaluation of OnCourse Model
  29. 31. Evaluation Questions <ul><li>How well did instructors understand the OnCourse model? </li></ul><ul><li>In what ways did instructors use the OnCourse model strategies after the training? </li></ul><ul><li>What are the implementation effects of the OnCourse model? </li></ul><ul><li>What are the information needs of instructors using the OnCourse model? </li></ul><ul><li>Have instructors transitioned a greater number of face-to-face courses online because of the training? </li></ul>
  30. 32. Evaluation Approach <ul><li>Participatory/Collaborative Evaluation Approach </li></ul><ul><li>Stakeholders </li></ul><ul><li>Assessment </li></ul>
  31. 33. Conclusion <ul><li>? ’s </li></ul>